Electronic vs. Print Reading in the EFL Classroom: the Case of 1st Year Licence Students at the University of Ghardaia

Abstract

The present study investigates electronic and print reading preferences and their impact on text comprehension among EFL learners. This research specifically addresses the potential challenges that faced by EFL students when reading, using either print or electronic materials. These challenges can arise from a variety of factors that can impede their progress. To address this issue, the study suggests some strategies that students can use to reduce these obstacles and improve their ability to read and learn in English. The aim of this research is to determine the extent to which reading materials effect on learners’ comprehension, and to reduce the challenges faced by EFL learners through developing effective techniques of reading. The study uses the descriptive type of research, by observing reading sessions with first-year licence students at University of Ghardaia. A questionnaire was also administered to 100 students of the same level, using the quantitative approach. The results of the study show that the reading materials type has an impact on students’ ability of understanding texts, revealing the challenges they face in reading.